John Paul College Technology & Enterprise. Year 12 General Materials Design and Technology 2017 Course Outline

Transcription

1 John Paul College Technology & Enterprise Year 1 General Materials Design and Technology 017 Course Outline Unit package Unit 3 Design for the consumer Unit 4 Design for a client, audience or target market Context: Wood Project: 1 Occasional Table Project: Lathe Turning This unit package contains: Teaching program Assessment outline Student tasks and marking keys 1

2 Rationale The Materials Design and Technology General course is a practical course. The course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used. Unit 3 Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs. Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design project. They learn about risk management and ongoing evaluation processes. Course outcomes The Materials Design and Technology General course is designed to facilitate achievement of the following outcomes. Outcome 1 Technology process Students apply a technology process to create or modify products, processes or systems in order to meet human needs and realise opportunities. In achieving this outcome, students: investigate issues, values, needs and opportunities devise and generate ideas and prepare production proposals produce solutions and manage production processes evaluate intentions, plans and actions. Outcome Understanding the use of materials Students understand how the nature of materials influences design, development and use. In achieving this outcome, students: understand the structure of materials understand the relationship between the structure and properties of materials understand how to select appropriate materials based on their structure and properties, and understand how these characteristics influence design, development and usage.

3 Outcome 3 Using technology skills Students create material products safely and efficiently to specified standards. In achieving this outcome, students: plan and manage resources to create products within constraints select and apply appropriate techniques and procedures when creating and modifying technologies manipulate equipment and resources safely to meet defined standards. Outcome 4 Understanding materials, society and the environment Students understand interrelationships between people, the environment and the use of materials. In achieving this outcome, students: understand how values and beliefs influence materials selection, design and technology understand the impact and consequences on society and the environment when selecting and using materials, designs and technologies understand strategies for safe and sustainable practices when developing and using materials, designs and technologies. Organisation of content The course content is organised into common content and context specific content. Students must study all of the common content and at least one of the contexts. The course content areas cover: Materials: * Nature and properties of materials, *Materials in context Design: *Design fundamentals and skills investigate devise - evaluate Use of technology: * Skills and techniques information and communication technology (ICT) drawing materials selection Safety, Production management, product manufacture, ongoing evaluation Wood Context Content Materials Nature and properties of materials wood types and classification natural wood o hardwood jarrah, Australian oak o soft wood radiata pine, Douglas fir man-made board o plywood - interior, exterior, marine o medium density fibreboards plain, veneered 3

4 o particle board difference between rough sawn and DAR timbers identification of common timber sizes, lengths, widths and thicknesses physical properties durability strength abrasion resistance flexibility dimensional stability shrink resistance classification of adhesives for timber PVA epoxy cyanoacrylate latex/rubber based Materials in context the uses and classification of the major timber types for: furniture products building and construction materials consumer products the environmental impact of producing timber growth/harvesting milling/conversion end-of-life of a product recycling and safe disposal Use of technology Skills and techniques ICT skills related to design development and presentation demonstrate drawing skills drawing, reading and interpreting plans/ patterns/templates isometric and pictorial hand sketches for project development dimensioned orthogonal drawing in 3 rd angle for working drawing select and safely apply technical skills using a range of tools and machinery that could include: bandsaw biscuit joiner drill press domino joiner various grinders or carving tools table saw sanding machines mortise machine portable or fixed routers wood lathe radial arm saw or drop saw or compound mitre saw use hand tools and/or machinery to fabricate at least two of the following joints widening joint housing joint finger joint mortise and tenon cross-halving joint bridle joint 4

5 dovetail joint biscuit joint select and use the correct type and grade of abrasive paper prepare correctly a surface for finishing apply appropriate finishing techniques using brush or cloth and/or spray gun Unit 4 Unit description Students learn about the nature of designing for a client, target audience or market. Students learn about the nature, properties and environmental impacts related to a variety of materials, and production techniques. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials. Students extend their understanding of safe working practices and contemporary manufacturing techniques, and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing. Defined contexts Three different contexts have been defined in this course: Metal Textiles Wood. Students can enrol in more than one context in this course. Students will study the unit common content and the content of their chosen defined context. Unit content This unit builds on the content covered in Unit 3. This unit includes the knowledge, understandings and skills described below. Common content Design Design fundamentals and skills investigate needs, values and beliefs of the designer/developer needs, values and beliefs of the client/target audience/market performance criteria related to needs, values and beliefs of the end user application of design fundamentals and factors affecting design o aesthetics o critical measurements o function o environmental impact and considerations o cost o safety 5

6 devise communication and documentation techniques o sketching and drawing o rendering o annotating o sampling o modelling applying of elements and principles of design where applicable in context rapid concept development techniques, images and annotation design development o review and justification of best ideas using design brief and performance criteria o best ideas developed using annotated hand or computer generated graphics (front, back views and detailed sketches as necessary) o D illustrations (working/technical drawings) o 3D illustration (presentation drawings) o inspiration/concept/storyboard development and presentation production plan o materials list o estimated and actual costing for all materials and components o production plan and time line evaluate design and production processes production plan/journal/diary and accompanying photographic evidence to record ongoing evaluation product against design brief, initial design and performance criteria related to needs, values and beliefs of the end user Use of technology Skills and techniques ICT, portfolio development and communication skills client and market research techniques client presentation techniques photography ongoing record of progress and processes used and final product documenting presentations and evaluations develop context appropriate drawings and relevant technical information to produce the final product sketching rapid concept developments 3D presentation drawings D working drawings or using templates inspiration/concept or storyboard development and presentation design and making specification sheets use workroom/studio terminology appropriate to context 6

7 select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project operate machinery and tools appropriate to context identify, remove and report blunt, dull or damaged tools and machinery appropriate to context Safety correct use of personal protective equipment (PPE) where applicable conduct risk assessment for using specific tools/machinery demonstrate occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops apply risk management strategies in the workshop/studio recognise need and purpose of materials safety data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation Production management production planning maintain a detailed production plan maintain time management while using tools, equipment and machinery to complete production o adhere to sequential instructions o apply safety and risk management record changes to materials lists or costing record regular journal/diary entries ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project Wood context content Materials Nature and properties of materials properties and characteristics of Western Australian hardwoods jarrah marri karri sheoak the properties of timbers density hardness and softness durability weight figure texture grain moisture content relationship between properties and end uses of timbers 7

8 types and classification of finishes: water-based, turps (oil) based, solvent-based, epoxy base, oils, waxes and polishes to include: physical appearance physical properties chemical properties identification of methods of application and uses of finishes Materials in context identification of examples of re-cycling methods for different wood materials Use of technology Skills and techniques ICT, portfolio and communication skills apply drawing skills handle and store timbers and material correctly demonstrate correct procedures for setting up, adjusting and safely operating machinery identify and use correctly fitted dust extraction and safety guards identify and use different methods of fastening timbers permanent fastening semi-permanent/knock down fittings identify and use correct grades of abrasive necessary for a task demonstrate the basic operation and maintenance of a spray gun 8

9 School-based assessment The Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school-based assessment that needs to be read in conjunction with this syllabus. Teachers design school-based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the Materials Design and Technology General Year 1 syllabus and the weighting for each assessment type. Assessment table Year 1 Type of assessment Design (Practical portfolio) Weighting 5% Students apply a design process to develop a product or project. Students are assessed on how they: investigate products or projects devise, develop and modify design solutions throughout the technology process present their findings in written, oral or multimedia form. Types of evidence can include: images, observation checklists, evaluation tools (self or peer), journal, design proposal and project proposal, using a range of communication strategies. Production (Practical) 50% Extended and manufacturing project(s) where students control, evaluate and manage processes. Students are assessed on their: understanding, confidence and competence when using skills in manufacturing processes and when managing production plans manufactured product in terms of quality and finish. Types of evidence can include: manufactured products, journal, observation checklists and evaluation tools (self or peer) and on-balance judgements. Response (written) 10% Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports. Externally set task 15% A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school. Teachers are required to use the assessment table to develop an assessment outline for the pair of units. The assessment outline must: include a set of assessment tasks 9

10 include a general description of each task indicate the unit content to be assessed indicate a weighting for each task and each assessment type include the approximate timing of each task (for example, the week the task is conducted, or the issue and submission dates for an extended task). All assessment types must be included in the assessment outline at least twice with the exception of the externally set task which only occurs once. The set of assessment tasks must provide a representative sampling of the content for Unit 3 and Unit 4. Assessment tasks not administered under test/controlled conditions require appropriate validation/authentication processes. Externally set task All students enrolled in the Materials Design and Technology General Year 1 course will complete the externally set task developed by the Authority. Schools are required to administer this task in Term at a time prescribed by the Authority. Externally set task design brief Year 1 Time Format One hour Written Conducted under invigilated conditions Typically between two and five questions/items Content The Authority informs schools during Term 3 of the previous year of the Unit 3 syllabus content on which the task will be based Refer to the WACE Manual for further information. Grading Schools report student achievement in terms of the following grades: Grade A B C D E Interpretation Excellent achievement High achievement Satisfactory achievement Limited achievement Very low achievement 10

11 The teacher prepares a ranked list and assigns the student a grade for the pair of units. The grade is based on the student s overall performance as judged by reference to a set of pre-determined standards. These standards are defined by grade descriptions and annotated work samples. The grade descriptions for the Materials Design and Technology General Year 1 syllabus are provided in Appendix 1. They can also be accessed, together with annotated work samples, through the Guide to Grades link on the course page of the Authority website at To be assigned a grade, a student must have had the opportunity to complete the education program, including the assessment program (unless the school accepts that there are exceptional and justifiable circumstances). Refer to the WACE Manual for further information about the use of a ranked list in the process of assigning grades. 11

12 Grade descriptions Year 1 A B Design Independently uses a clearly identifiable design process to devise and generate original ideas and develop solutions for others. Documentation displays clear design progression, using concept sketches that are annotated with appropriate terminology and show the development of several ideas. Includes evidence of investigation into, and explanation of, design considerations: function, cost, safety, aesthetics and environmental factors. Portfolio contains fully-developed, dimensioned working drawings, including, the use of D and 3D where applicable, and a justification of materials selection against design considerations. A clear and detailed sequence of manufacture, and a detailed evaluation of project process and the end product against the requirements of the design criteria. Production Independently interprets and implements a detailed set of plans and uses correct operational procedures to fabricate a product. Provides documentary evidence of regular, ongoing evaluation of processes and implements changes and modifications derived from this evaluation. Achieves a high standard of finish in the fabrication of the product. Efficiently manages time and the working environment. Independently organises and uses tools and equipment with concern for the safety of self and others. Response Clearly and concisely presents fully-referenced research information using appropriate terminology and a variety of suitable formats, including pictures, tables and photographs. Comprehensively details the impact of task design decisions and materials on society and the environment, including justified conclusions and personal interpretations. Comprehensively details the effects of processing and manufacturing on the properties of materials, including justified conclusions and personal interpretations. Identifies a range of common materials and their properties and gives examples of practical applications in context. Design Uses a clearly identifiable design process but requires guidance to devise and generate individual ideas and develop solutions for others. Documentation displays clear design progression, using concept sketches that are annotated with appropriate terminology, and show the development of several ideas. Evidence of investigation into design considerations: function, cost, safety, aesthetics, environmental factors. Portfolio contains fully-developed, dimensioned working drawings, including, the use of D and 3D where applicable in context, an explanation of materials against the design considerations, sequence of manufacture and an evaluation of project process and the end product against the requirements of the design criteria. Production Interprets and implements a detailed set of plans and uses correct operational procedures to fabricate a product. Provides documentary evidence of ongoing evaluation of processes, and with assistance implements changes and modifications derived from this evaluation. Achieves a high standard of finish in the fabrication of the product. Requires occasional direction with time management. Uses tools and equipment with concern for the safety of self and others. Response Uses industry related terminology in the presentation of research information and data, including pictures, tables and photographs. Includes references for some sources. Outlines some issues of materials in context and effects on society and the environment, including some justified conclusions and personal interpretations. Outlines some effects of processing and manufacturing on the properties of materials, including some justified conclusions and personal interpretations. 1

13 C D Identifies some common materials, their practical uses and properties. Design With guidance, chooses and applies an identifiable design process, and with some assistance devises and generates ideas to develop solutions with consideration for others. Documentation displays some design progression, using concept sketches that are partially-annotated with common technical terms and which show the development of one idea. Evidence of investigation into design considerations: function, cost, safety, aesthetics, environmental factors, is limited. Portfolio contains dimensioned working drawings, including, the use of D and 3D where applicable in context, a list of materials, ongoing evaluation with assistance against the design considerations, a simple sequence of manufacture and comments or brief notes on the final design. Production Implements a set of plans, but requires guidance in the use of correct operational procedures to fabricate a product. Provides limited documentary evidence of ongoing evaluation of processes. Requires guidance and assistance to implement changes and modifications derived from this evaluation. Achieves a satisfactory standard of finish in the fabrication of the product. Requires regular direction with time management. With assistance, uses tools and equipment with concern for the safety of self and others. Response Uses basic technical language and terminology in the presentation of research information with relevant data supported by unclear statements. Includes pictures, tables and photographs with little evidence of referencing. Gives examples of materials and their effects on society and the environment. Includes some conclusions. Describes some of the effects of processing and manufacturing on the properties of materials. Includes some conclusions. Identifies some common materials and lists a number of uses. Design Uses a highly-scaffolded question and answer design process, devises and generates ideas and develops a solution. Documentation displays limited design progression for one idea, with limited use of concept sketches. Sketches are partially-annotated with little use of common technical terms. No evidence of investigation into design considerations: function, cost, safety, aesthetics, demand, environmental factors. Working drawings are poorly-dimensioned and detailed. With assistance, includes a list of materials against the design considerations and a simple sequence of manufacture. Production Requires guidance to implement a highly-scaffolded set of plans, and regular direction to use correct operational procedures to fabricate a product. Provides no documentary evidence of ongoing evaluation of processes. Requires guidance and direction to implement given changes and modifications. Achieves a poor standard of finish in the fabrication of the product. Requires supervision with time management. Requires supervision to use tools and equipment with concern for the safety of self and others. Response Uses basic technical language and terminology with little evidence of current knowledge in the presentation of limited, non-referenced research information. Lists examples of materials in context and some of the effects on society and the environment. 13

14 Describes some processing and manufacturing techniques, but is unclear about how these may affect the properties of the materials. Identifies some common materials and lists their uses. E Design Provides no evidence of having used a design process. Documentation displays no individual ideas, solutions, plans, evaluation of the final design or sequence of manufacture. Makes no use of graphical and technical language. Production Has not interpreted plans sufficiently to complete the production of the task. Requires continual supervision to use tools and equipment with concern for the safety of self and others. Response Shows no current knowledge or use of technical language or terminology and minimal evidence of reporting/research skills. Produces inadequate examples of materials in context and does not present any of the effects on society and the environment. Displays little or no knowledge of processing and manufacturing techniques and of how these may affect the properties of materials. Produces limited or no evidence of common materials or their uses. 14

15 JOHN PAUL COLLEGE 017 Assessment outline Materials Design and Technology General Year 1 Unit 3 and Unit 4 Assessment type and weighting Design 5% Assessme nt task weightin g 5% 5% 5% 10% When/ duration Semester 1 Week 1 Semester 1 Week 5 6 Semester 1 Week Semester Week 3 5 Assessment task Task 1: Design project one (Investigate types of occasional tables) Investigate and develop a design portfolio to include: statement of intent needs, values and beliefs of the designer/developer sources of design inspiration performance criteria for products application of design fundamentals and factors affecting design Task 3: Design project one (Investigate types of occasional tables) devise a solution; through concept drawings, working drawings, patterns or templates. Present: final drawn proposal drawing of proposed solution rendered pictorial 3D drawing, either CAD or hand-drawn production plan, materials lists and costing/ordering in the design portfolio Task 7: Design project two(lathe turning) apply a design process Determine design brief Investigate and develop ideas from: needs, values and beliefs. Performance criteria. Historical, social and cultural sources of design inspiration. Specific design characteristics/features of; products, designers and industries. Application of design fundamentals and factors affecting design Task 9: Devise a solution to project two Lathe turning developing a solution through concept drawings, working drawings, patterns or templates. Present: annotated pictorial drawings of ideas to a final drawn proposal including: annotated orthographic concept drawings, either CAD or handdrawn working drawings detailed orthogonal drawings lists of materials, parts and components production plan on a timeline Assessment type and weighting Production 50% Assessme nt task weightin g 5% When/ duration Semester 1 Week 7 8 Assessment task Task 4: Pre-production skills Develop production skills; apply safety and practice task/s to develop practical hand and machine skills; modelling, prototype or toile 15

16 Assessment type and weighting Externally set task 15% Assessme nt task weightin g 0% 5% % 6% % 15% Total 100% When/ duration Semester 1 Week 9 1 Semeste r Week 6 11 Semester 1 Week 14 Semester Week 1 Semester Week 11 1 Semester 1 Week 13 Assessment task Task 5: Production of proposed project one (Investigate types of occasional tables) manufacture of proposed product; using prepared production plan, materials and available equipment; record progress in design portfolio Task 10: Production of proposed project two( Lathe turning) manufacture of proposed product; using prepared production plan, materials and available equipment; record progress in design portfolio Task 6: Evaluation of completed project one (Investigate types of occasional tables) complete a written report on, and provide photographs of, the completed product Task 8: Investigate materials suitable for the development of a solution, and report on: nature and properties of materials recycling methods and processes Task 11: Evaluation of completed project two Lathe turning) complete a written report on, and provide photographs of, the completed product Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority based on the content from Unit 3 and administered by the school. JOHN PAUL COLLEGE 017 Course outline Materials Design and Technology General Year 1 16

17 Unit 3 and Unit 4 Semester 1 Week Key teaching points Overview of unit and assessment requirements Introduction to design process Design fundamentals and skills 1 investigate: designs in practice needs, values and beliefs of the designer/developer sources of design inspiration performance criteria for products application of design fundamentals and factors affecting design Task 1: Design project one development of a design portfolio statement of intent, and investigation Materials in context 3 4 the uses and classification of the types of materials within context the environmental impacts as per context: raw material extraction and processing end-of-life of a product recycling and safe disposal Apply skills and techniques listed in Unit 3 of the General Syllabus to devise and present a design solution Task 3: Devise a solution for project one to include: annotated pictorial drawings of ideas to a final drawn proposal annotated, orthographic concept drawings, either CAD or hand-drawn working drawings detailed orthogonal drawings lists of materials, parts and components production plan on a timeline Skills and techniques use workroom/studio terminology appropriate to context select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project with supervision, operate machinery and tools appropriate to context Safety correct use of personal protective equipment (PPE), where applicable occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops apply risk-management strategies in the workshop/studio assess the condition of tools and machinery Task 4: Pre-production skills develop production skills; apply safety and practical task/s to develop hand and machine skills; modelling, prototype or toile 17

18 Week Key teaching points Production management 9 14 production planning: maintain a production plan maintain time management while using tools, equipment and machinery to complete production: o follow instructions from plans o maintain safety requirements record changes to materials lists or costing record regular journal/diary entries ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project Task 5: Production of proposed project one; using prepared production plan, materials and available equipment; record progress in design portfolio Externally set task 13 All students enrolled in the Materials Design and Technology General Year 1 course will complete the externally set task developed by the Authority. Schools are required to administer this task in Term at a time prescribed by the Authority. Design fundamentals and skills 14 evaluate: final product against design brief, initial design and performance criteria related to needs, values and beliefs of the end user Task 6: Evaluation of completed project one; written report on, and photographs of, completed product Overview of Unit 4 and assessment requirements Re-introduction to design process, and development of a design portfolio Design fundamentals and skills investigate: needs, values and beliefs of the designer/developer needs, values and beliefs of the client/target audience/market performance criteria related to needs, values and beliefs of the end user application of design fundamentals and factors affecting design Skills and techniques ICT, portfolio development and communication skills: client and market research techniques client presentation techniques photography ongoing record of progress and processes used and final product documenting presentations and evaluations develop context-appropriate drawings and relevant technical information to produce the final product 1 Task 7: Design project two 18

19 Week Key teaching points Apply a design process: Semester determine design brief investigate and develop ideas Week Key teaching points Materials in context 1 identification of examples of recycling methods for different materials in context Task 8: Investigate materials Research and report on materials and recycling methods suitable for the development of a solution. Design fundamentals and skills 3 5 devise: communication and documentation techniques applying of elements and principles of design where applicable in context rapid concept development techniques, images and annotation design development production plan materials list estimated and actual costing for all materials and components production plan and time line Task 9: Devise a solution for project two to include: annotated pictorial drawings of ideas to a final drawn proposal lists of materials, parts and components working drawings detailed orthogonal drawings production plan on a timeline Safety 6 11 correct use of personal protective equipment (PPE) where applicable conduct risk assessment for using specific tools/machinery demonstrate occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops apply risk-management strategies in the workshop/studio recognise need and purpose of materials safety data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation Production management :production planning: maintain a detailed production plan maintain time management while using tools, equipment and machinery to complete production: o adhere to sequential instructions o apply safety and risk management record changes to materials lists or costing record regular journal/diary entries ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project Task 10: Production of proposed project two; using prepared production plan, materials and available 19

20 Week Key teaching points equipment; record progress in design portfolio Design fundamentals and skills 11 1 evaluate: design and production processes production plan/journal/diary and accompanying photographic evidence to record ongoing evaluation product against design brief, initial design and performance criteria related to needs, values and beliefs of the end user Task 11: Evaluation of completed project two; written report on, and photographs of, completed product Assessment task Unit 3 TYPE: Design 0

21 OUTCOMES: Outcome 1: Technology process; Outcome : Understanding the use of materials; Outcome 4: Understanding materials, society and the environment CONTENT: Skills and Design fundamentals; Designing skills; Nature of materials; Properties; techniques UNIT LEARNING CONTEXT: Wood Task 1: Investigate types of occasional tables (7 marks) (5%) Investigate existing styles and types of table designs to enable you to create your own design using sketching techniques and skills learnt in class. Look for ideas and investigate shapes, styles and types with regards to simple proportion and ergonomics. Time for the task Two weeks What you need to do Task 1: Develop the first part of a design portfolio, including all of the following: 1. Acknowledge all sources of information, using either in-text referencing or an appropriately set out reference list (3 marks). statements of problem and intent (3 marks) 3. investigate (using available resources): design criteria, design needs limitations available materials and equipment time available your skill level/skills you need to develop safety considerations other (5 marks) 4. apply the design fundamentals to research: existing designs (correctly reference all pictures and information) different materials that are available to you materials based on the relationship of material properties to design fundamentals: aesthetics, function, safety and cost (4 marks) 5. identify which materials and finishes could be used to construct your project (4 marks) 6. devise and develop concept design sketches incorporating the elements of design: adapt design ideas using annotated graphics and sketches (8 marks) What needs to be submitted for assessment Due date Statements of problem and intent Research on existing ideas/concepts Investigation of materials and finishes Choice of materials and finishes Annotated concept sketches showing concept development Marking key Task 1 Unit 3 Design portfolio statement, investigate and devise Maximum possible mark Allocated mark 1

22 Referencing regular, correct in-text referencing and/or appropriately set out reference list limited referencing or no reference list provided Provides statements outlining situation or problem defining a need or purpose for the product: includes clear and detailed statements about intended function, need, uses and environment includes general statements about the likes and dislikes covers broad areas of the design problem in limited general terms only Provides information about existing products: carefully selected number of different examples and images, with source referencing, using the design fundamentals to make detailed comparisons comparisons between a carefully selected number of different examples and images against the design fundamentals a number of different examples with notes describing the differences a selection of ideas of a single example with limited annotation about likes and dislikes collection of dissimilar images and few notes Provides referenced information on a variety of different materials, using internet, print media and other sources: detailed comparisons, using design considerations, between a selected number of different materials, supported by images a number of different examples with notes describing the differences a selection of ideas of a single material with some notation about likes/dislikes collection of materials, dissimilar images and few notes Provides information about choice of materials and finishes: logical choice and justification of different materials, with appropriate selection of a finish combination of different materials, with suitable choice of a finish limited information about choice of materials, some notation about likes/dislikes limited choice of materials and few notes of explanation Completes sketches of possible shapes, joins, specific features, likely dimensions and notes on likely finishes: detailed, well-proportioned sketches showing progression from concept ideas to specific ideas; parts, showing relevant joining methods with appropriate specific dimensions; other materials and finishes well-shaped sketches that show concept ideas, including other materials, joining and appropriate overall dimensions sketches that show development of mainly a single concept idea, some materials and joining, some dimensioning collection of dissimilar sketches, limited design progression and few notes /3 3 1 / / /4 / /8 Total /7 Assessment task Unit 3 TYPE: Design

23 OUTCOMES: Outcome 1: Technology process; Outcome : Understanding the use of materials; Outcome 4: Understanding materials, society and the environment CONTENT: Skills and Design fundamentals; Designing skills; Nature of materials; Properties; techniques UNIT LEARNING CONTEXT: Wood Task 3: Task 3: Design a table project (3 marks) (5%) Narrow down design proposals and ideas for a table. Sketch ideas and develop a single solution. Produce a cutting/costing list and production procedure. What you need to do Develop the second part of a design portfolio, including the following: 1. prepare and present a three dimensional rendered sketch of final solution, including any likely applied finish (6 marks). create 3. or select pattern: use conventions suitable to context select and show methods of joining (6 marks) 4. select and list materials: calculate simple cutting/costing list/s (6 marks) 5. produce a basic plan and timeline for production (5 marks) What needs to be submitted for assessment Due date Final three dimensional sketch of proposed solution Working drawings or template or pattern for product Materials/parts list, costing and order form Work schedule/production plan 3

24 Marking key Task 3 Unit 3 Devising project one; proposed solution and pre-production Final three dimensional rendered sketch of proposed solution showing any relevant likely finish: well-drawn, correctly proportioned, three dimensional, colour-rendered representation of the proposed product, showing clear development from the concept stage well-drawn representation of solution representation of solution, but with minor errors or missing detail Presentation of working drawing/s or template or selected pattern: well-drawn, correctly labelled view/s with clear accurate dimensioning well-drawn views with correct major dimensions views with majority of correct dimensions, but with minor errors Completed list of materials and order form (plus any additional parts if applicable): logical presentation of a complete and correct naming of materials, list of all individual parts with accurate sizes, correct total cost, and completed order form clear list of materials and parts with correct sizes, costing completed list of materials with approximate sizes and calculated approximate cost list of materials with approximate cost list of materials with other details missing or incorrect incomplete list of parts Proposed steps for manufacturing: most efficient production sequence of preferred methods for making and fitting the parts of the project together with correct tools and correct safe procedures over a timeline sequential list of preferred methods for making and fitting the parts of the project together with correct tools and correct safe procedures correct procedures listed with available tools for making the project outline, with limited detail about procedures and tools for making the project partial list of procedures and tools Maximu m possible mark Allocate d mark / / /6 /5 Total /3 4

25 Assessment task Unit 3 TYPE: Production OUTCOMES: Outcome : Understanding the use of materials; Outcome 3: Using technology skills CONTENT: Skills and techniques; Safety UNIT CONTEXT: Wood Task 4: Practical work skills exercises (30marks) (5%) Complete a range of skill exercises to introduce the use of various wood working tools, machinery and equipment appropriate for the production of the occasional table. TASK 4: Workshop safety (10 marks) Time for the task 3 4 weeks What you need to do Complete these tools and machining exercises following OSH practices: setting up and using a dowel jig and drill press setting up and using the biscuit joining machine setting up, changing bits and using a router using the bandsaw Complete the following joining exercises using a piece of dressed pine: 600 x 4 x 19 mm in size Produce these four joints in a square frame arrangement: dowel mortice and tenon corner halving biscuit joint Joining exercises may be produced in conjunction with machining exercises. What needs to be submitted for assessment Due date Completed skills sample project \ Marking key Unit 3 Student name: 5

26 Task 4: Practical work skills exercises Marking out of pieces and timber accurately marked out all joints on sides and edges marked out all joints on side and edges, but remarking required errors in marking requiring corrections Setting up and using hand tools and machinery set up and used hand tools and all machinery safety set up and used hand tools safety, but required assistance with machinery required assistance to set up and use hand tools safety, errors occurred Finished biscuit joint accurately fitted joint, assembles and disassembles easily joint fits together, but timber edges or side misaligned joint fits together, but gaps in joint joint fits together, but gaps and timber edge or side misaligned joint does not fit together without modification Finished mortice and tenon accurately fitted joint, assembles and disassembles easily joint fits together, but timber edges or side misaligned joint fits together, but gaps in joint joint fits together, but gaps and timber edge or side misaligned joint does not fit together without modification Finished corner halving accurately fitted joint, assembles and disassembles easily joint fits together, but timber edges or side misaligned joint fits together, but gaps in joint joint fits together, but gaps and timber edge or side misaligned joint does not fit together without modification Finished dowel joint accurately fitted joint, assembles and disassembles easily joint fits together, but timber edges or side misaligned joint fits together, but gaps in joint joint fits together, but gaps and timber edge or side misaligned joint does not fit together without modification Finished assembled frame frame has all four corners square, with flush faces frame has three corners frame has two corners frame not assembled Maximum possible mark Allocated mark 3 1 / / / / / / / 4 Task 4.B Workshop safety 1-10 /10 Total /10 / 30 Teacher comments: Signature: Date: 6

27 Example of jointed frame 7

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29 Assessment task Unit 3 TYPE: Production OUTCOMES: Outcome 1: Technology process; Outcome 3: Using technology skills CONTENT: Skills and techniques; Safety; Production management UNIT CONTEXT: Wood Task 5: Manufacture occasional table using design folio plans (8 marks) (0%) Using skills previously learnt and following OSH practices, manufacture the occasional table from the drawings and production plans prepared. Time for the task Four weeks What you need to do Manufacture the occasional table using the production procedure in your design folio. Refer to cutting and costing sheets and your working drawings Use and operate tools and machinery in a safe manner Evaluate each stage and document your daily progress When possible take photographs of the stages of production Present the finished project to your teacher. What needs to be submitted for assessment Due date Production procedure/daily work log in folio Stage photos in folio Ongoing evaluation Completed occasional table 9

30 Marking key Unit 3 Student name: Task 5 : Manufacture table using design folio plans Standard of notes and contents of daily log/journal/work diary clear, accurate, frequent notes, explaining each procedure in detail simplistic regular notes, explaining each procedure few irregular entries and notes, or poor explanation of procedures Accuracy of marking and cutting the parts for the project all parts marked accurately and independently and safely cut to size all parts marked accurately, assistance needed when cutting to size most parts marked accurately, assistance needed when cutting to size most parts required re-marking and/or incorrect cut parts replaced with additional materials Accuracy of joins and how they fit all parts assembled and disassembled well all parts fit, joins require some adjustment most parts fit, but required assistance to fit some joins some parts fit, others require re-cutting of joint from other materials Surface appearance of each part all surfaces clean and smooth majority of smooth surfaces pencil marks and other unnecessary surface marks Success in fitting and assembling the various parts parts hold together as designed parts hold together as designed after adjustments parts hold together, but not as designed parts do not hold together without permanent fixing Overall appearance of assembled project assembled project clearly resembles and functions as per design assembled project resembles design with only minor dissimilarities assembled project has some clear dissimilarities project correct, but has immediately recognisable major differences project is poorly assembled/unfinished Maximum possible mark Allocated mark 3 1 / / / / / / 10 Total / 8 Teacher comments: Signature: Date: 30

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33 Assessment task Unit 4 TYPE: OUTCOMES: CONTENT: Response UNIT CONTEXT: Wood Outcome 4: Understanding materials, society and the environment Nature of materials; Materials in context Task 8: Investigate materials and processes 3% (50 marks) Investigate the uses of two hardwoods and one softwood timber types, focusing on the following: furniture products building and construction materials consumer products Time for the task Two weeks What you need to do You are to: investigate, gather and report on specific information about major and specific materials within your selected context (8 marks) Suggested sections of the research report and illustrated table should include: brief opening description of the task: (8 marks) opening description of the broad categories found within the chosen product area specific material title/name create a report in table form that explains and illustrates the nature and properties of materials and their uses (11 marks) for each material: (10 marks) associated common trade or commercial names of materials list of available forms description of appearance and/or suitable image methods of identification specific properties range of uses for environmental impacts of production/industry: (10 marks) outline and summarise, using dot points, the important environment impacts with production of materials and associated industries acknowledge all sources of information, using either in-text referencing or an appropriately set out reference list (3 marks) Your report should be approximately 1,500 words in length and include features to enhance its presentation (images, subheadings, dot points, diagrams, graphs). It should be submitted in a written and illustrative form (digital or hard copy check with your teacher) and include a bibliography of all references used. You are encouraged to gather information from various sources (internet, written text and your environment) to complement your work. Progress through the assignment should be in stages, and your teacher may direct you to present and discuss researched information in the early stages of your study, with other sessions to discuss draft investigation notes and methods of setting out the report. 33

34 What needs to be submitted for assessment Due date Collected information Relevant investigations and notes Draft report Final report Marking key Unit 3 Task 8: Investigate materials and processes Student name: Investigate and report/present (in table form) on material uses and classifications, and outline the environmental impacts of production/industry Investigation and information gathering: accurate, detailed information on each category of material type within each product area, supported by collection of relevant clear images collection of main broad points about the material types within each product area, with little or no use of images collection of information about the material types for each product, but majority of statements copied directly from source or single reference critical information missing Report presentation introductory description: introductory description of the task is clearly written description of the task written in general broad or unclear terms Use of terminology and presentation techniques: clear correct terminology and uncluttered setting out of presentation confused terminology and/or presentation below standard Table of contents has the following accurate complete information: correct specific material titles/name/s combined with associated common trade or commercial names (all five) accurate list of available forms with description and/or suitable images list of available forms with images, but with small errors or some detail missing incorrect and/or critical information missing from chart Report on methods of identification, specific properties and range of uses of materials: accurate explanation of identification, properties and uses complete explanation of identification, properties and uses complete explanation of identification, properties and uses, but with small errors or some detail missing relevant content, but errors and missing detail in specific sections Maximu m possible mark Allocate d mark /8 /8 /5 / /10 34